Online EdD in Instructional Systems and Learning Sciences Curriculum

The purpose of this course is to provide students with an introduction to program evaluation, examine factors which influence planning, and explore a variety of methods used in program evaluation.

This course aims to create an awareness of diversity in Educational Leadership. The course will address a broad spectrum of diversity issues and strategies to prepare education candidates for various fields, including the international business environment, education systems, healthcare systems, and many others where there is a need for culturally competent leaders.

This course will provide an overview of general theories, issues, and related topics in educational psychology. It will also explore applied areas of psychology including perception, attention, memory, decision-making, and other selected aspects.

A research course designed to plan for and formulate research questions, evaluate research design, conduct the review of literature, and formulate the research methodology for the dissertation in education and related areas.

A research course designed to plan for and successfully defend the dissertation proposal; complete an IRB proposal and gain approval; collect data, analyze data and communicate findings; select journal for article 1 of the 3-article dissertation.

A research course designed to complete article 1 and plan for articles 2 and 3 for the dissertation in education and related areas.

A research course designed to complete articles 2 and 3, Chapter 5, and back matter for the dissertation in education and related areas.

Emphasizes models, types and developmental process of counseling supervision. Includes ethical considerations, program supervision skills, leadership styles, client care management and program planning and evaluation.

Advanced independent study in an area within the field of counseling. Selected in-depth topic for study is chosen in consultation with the professor supervising the study. May be taught concurrently with ECED 6902 or ECED 6952.

An advanced seminar in studying specific counseling topics. Students learn to research the topics and write reports in journalistic style according to the American Psychological Association.

Required of all candidates for the Ed.S. in counseling. Opportunity to integrate theory and course work with practical application. Must be taken during the final two semesters of enrollment in the Ed.S. program.

A study of theoretical frameworks, concepts and designs in Qualitative research. Includes an overview of historical and current issues. Field experiences and research initiated.

Clinical experiences for advanced education students in applying knowledge required in previous courses.
Enrollment is limited to Ed.S. and Ed.D. students.

This course is designed to embrace students’ comprehension of urban/rural schooling with particular attention to the following: 1) relationship between the urban context and educational policies and practices in urban/rural schools; 2) along with a service learning component in urban/rural schools, the historical, socioeconomics, and political factors influencing urban education; and 3) the distribution of opportunity in cities and their schools; and effective pedagogical and organizational practices that close the achievement gap, including multicultural education, the development of positive school cultures and the use of community service and resources.

A basic research course designed to evaluate research design, methods and experimentation in education and related areas.

Methods, procedures and evaluative instruments for determining teaching effectiveness, pupil learning, and attainment of educational goals in cognitive, psychomotor and affective areas.
May be taught concurrently with FNDS 4800.

A study of theoretical frameworks, concepts and designs in Qualitative research. Includes an overview of historical and current issues. Field experiences and research initiated.

Clinical experiences for advanced education students in applying knowledge required in previous courses.
Enrollment is limited to Ed.S. and Ed.D. students.

Candidates will prepare a theoretical thesis formulated from research conducted in their classroom or other educational setting. The method(s) of inquiry will be selected based on a review of current literature.

This course is designed to embrace students’ comprehension of urban/rural schooling with particular attention to the following: 1) relationship between the urban context and educational policies and practices in urban/rural schools; 2) along with a service learning component in urban/rural schools, the historical, socioeconomics, and political factors influencing urban education; and 3) the distribution of opportunity in cities and their schools; and effective pedagogical and organizational practices that close the achievement gap, including multicultural education, the development of positive school cultures and the use of community service and resources.

A basic research course designed to evaluate research design, methods and experimentation in education and related areas.

This course provides a fundamental understanding of educational statistics and enhances the ability to perform essential statistical analysis and interpretation in a variety of experimental situations for program and services evaluation.

Instructional Improvement through Shared Leadership is a course that addresses the instructional leaders development of leadership principles and skills that will enable them to effectively lead change through shared leadership culminating in instructional improvement and student achievement.
Prerequisite: Department approval. Ed.S. level students only.

Instructional Leadership and Special Programs is a course that focuses on the instructional leader and special programs including special education career and technical education, English language learners, technology, Pre-K program and adolescent literacy.
Prerequisite: Department approval. Ed.S. level students only.

Instructional Leadership Culture, Change and Learning is a course that addresses practical methods of understanding, leadership for school culture, change and learning. Instructional leaders will make decisions based on the school culture and learning environment.
Prerequisite: Department approval. Ed.S. level students only.

Mentoring and Adult Learning in Instructional Leadership is a course that addresses practical methods of understanding mentoring, mentor training, and the role of the mentor as it relates to how adults learn. In addition, this course will focus on the role of EDUCATE Alabama as a means of providing a high quality learning experience for teachers.
Prerequisite: Department approval. Ed.S. level students only.

Ethical Instructional Leadership and Decision Making is a course that addresses instructional leaders’ responsibility to conduct themselves in ethical ways at all times. Instructional leaders make decisions with the best interest of students as an essential priority. Practicing instructional leaders apply a principle-centered approach to complex dilemmas with an understanding of ethics that moves beyond the development of a personal code of ethics.
Prerequisite: Departmental approval. Ed.S. level students only.

Studies in Instructional Leadership is a course that examines a topic of study in instructional leadership. Approval for the specific topic must take place at the beginning of the term.
Prerequisite: Departmental approval. Ed.S. level students only.

An introduction to the concept of instructional leadership through a total current curricular immersion into the eight Alabama State Department of Education Standards for Instructional Leadership (ASIL). The ASIL are as follows: 1) planning for continuous improvement, 2) teaching and learning, 3) human development, 4) diversity, 5) community and stake holder relationships, 6) technology, 7) management of the learning environment, and 8) ethics.
Prerequisite: Graduate standing. Ed.S. level students only.

Problem Analysis Project focuses on developing one central institutional problem which will be planned with the Auburn University at Montgomery supervising professor, the ED.S. Candidate and an accomplished instructional leader within the schools. The candidate will create research questions, a survey, and a review of literature, analyze the data and complete a manuscript for possible submission to a journal. CITI Training is required.
Prerequisite: Departmental approval. Ed.S. level students only.

An overview of the various exceptionalities, including the etiology, incidence, laws and strategies related to teaching students with exceptionalities. Field experience is included.

This course is designed to introduce and apply the fundamentals of instructional design using a systems approach model; that is, the ideas and procedures for analyzing, designing, developing, implementing and formatively evaluating instruction. In this course, the emphasis will be on the development of authentic instructional materials.

This course is designed to prepare candidates for action research in their school environment. In this course, candidates will design individual research that applies to their area of specialty and can be applied to their classroom, school, or school system.

This course will examine adult learning theory and characteristics of the adult learner. In addition, it will explore the theoretical and practical issues of adult learning theory and research while exploring current trends and advancements in adult learning.

This course require candidates to analyze and report findings associated with school policies, building infrastructure, and stakeholders’ perceptions of technology innovation and iteration in schools.

This course is designed to equip candidates with the knowledge and skills necessary to design, develop, and evaluate multimedia projects that facilitate student learning in the P-12 classroom. Candidates will utilize multimedia authoring tools to produce products that can be prepared to properly evaluate existing multimedia and produce their own multimedia for a professional development purposes or use in the classroom. This course will serve to provide these important skills.

This course is designed to prepare teachers, corporate trainers, staff development program managers, or other leaders of programs to address teaching learners with a conceptual and theoretical foundation in distance education and develop skills necessary for quality distance education.

This course is designed to provide an understanding and awareness of issues related to trends and ethics in technology such as cyberbullying, information security, sexting, virtual desktops, virtual worlds, MOOCS, including digital textbooks, and mobile learning.

Practical experiences for advanced instructional technology students in applying knowledge acquired in previous courses. Enrollment limited to ED.S. students in the instructional technology program.

Issues and management techniques involved in administering the information system/resource activities of an organization from a sociotechnical perspective. Covers the management of information resources from a strategic and competitive analysis viewpoint.

Issues related to technology law and ethics.

Duplicate credit will not be allowed for INFO 6450 and MNGT 6410.

Work with your advisor to choose an elective.

This course provides a fundamental understanding of educational statistics and enhances the ability to perform essential statistical analysis and interpretation in a variety of experimental situations for program and services evaluation.

Introduction to academic language found within the profession of special education of students with visual impairments. Examines standards, organizations, programs, and services for students with visual impairments. Studies the basic anatomy, diseases, and disorders of the visual system.
Take this or ESPE 7000.

Examines the strategies used to make education accessible to students with visual impairments through the creation of high-quality accommodations and/or modifications. Topics include organization, assessment, early intervention, and the expanded core curriculum. This course serves as the methods course for teaching students with visual impairments and blindness.
Take this or ESPE 7600

The purpose of this course is to teach students to read (visually and/or tactually) and write the Literary Braille Code (Unified English Braille, UEB). Students will learn to write in both uncontracted braille and contracted braille. Students will learn to read single-sided braille material, as well as interpoint braille. Student will learn to write braille using a Perkins Braille and the computer keyboard using Perky Duck software. Students will also learn the basics for conducting a Learning Media Assessment.
Take this or ESPE 7200

Upon completion of this course, the student will be able to with 80% proficiency as rated by the applicable rubrics describe the impact of deaf blindness and multiple disabilities on learning; develop lesson plans with accommodation/modifications for students with VI; develop lesson plans accommodation/modifications for students who are deafblind; develop wrap-around services for students with CVI, deafblind; communicate using sign language and other mediums.
Take this or ESPE 7952.

Upon completion of this course, the student will be able to transcribe math and science print documents into Nemeth Code with UE Braille; read documents in Nemeth Code and transcribe them into print; format braille documents as per BANA specifications; describe the major types of assistive technology for students with visual impairments; develop lesson plans that utilize assistive technology for students with VI.
Take this of ESPE 7700.

Issues and trends impacting special education. Advanced graduate candidates conduct and in-depth analysis of issues relevant to their specific program areas of study.
Take this or ESPE 6610 (with permission).

The candidate will research and present best practices in K-12 public schools, public relations programs, the development of school and community relationships, planning school programs and services, cooperative activities, and their relationships in regards to special education.
Take this or ESPE 6640 (with permission).

This course addresses foundational knowledge of the field of special education, pertinent legal policies, and related professional leadership standards.
Take this or ESPE 6620 (with permission).

This class will prepare candidates to be contributing professional educators in the area of special education technology. Candidates will gain skills in designing technology-based instructional materials for students with a wide range of exceptionalities.
Take this or ESPE 6660 (with permission)

Seminar participants engage in professional development activities and document professional growth.

This course provides a study of the essential theory, logic, concepts, principles, methods, and ethics of research methodologies prevalent in the field of special education. The focus will be designing research to improve the practices with individuals with exceptionalities and their families.

This course prepares students to conduct research, analyze and interpret data, and synthesize findings that investigate effective practices for individuals with exceptionalities and/or their families. In addition, students will demonstrate how to utilize research findings in their teaching.

Review, analysis, and interpretation of available research with emphasis on research into trends within the field of study.

Review, analysis, and interpretation of available research with emphasis on research into trends within the field of study.

Review, analysis, and interpretation of available research with emphasis on research into trends within the field of study.

Review, analysis, and interpretation of available research with emphasis on research into trends within the field of early childhood science education.

Quantitative Research in Language Arts. Review, analysis, and interpretation of available research with emphasis on reading, interpreting, and designing quantitative research dealing with teaching methods and strategies of early childhood language arts education.

Review, analysis, and interpretation of available research with emphasis on reading, interpreting, and designing quantitative research dealing with teaching methods and strategies of early childhood mathematics education.

Review, analysis, and interpretation of available research with emphasis on reading, interpreting, and designing quantitative research dealing with teaching methods and strategies within the field of study.

Review, analysis, and interpretation of available research with emphasis on reading, interpreting, and designing quantitative research dealing with teaching methods and strategies within the field of study.

Review, analysis, and interpretation of available research with emphasis on reading, interpreting, and designing qualitative research dealing with curriculum trends, issues, and problems in early childhood language arts education.

Qualitative Research in Mathematics. Review, analysis, and interpretation of available research with emphasis on reading, interpreting, and designing qualitative research dealing with curriculum trends, issues, and problems in early childhood mathematics education.

Review, analysis and interpretation of available research with emphasis on reading, interpreting, and designing qualitative research dealing with curriculum trends, issues, and problems in elementary social studies education.
Prerequisite: ECEL 7553.

Review, analysis and interpretation of research leading to development and implementation of a quantitative or qualitative research study in early childhood language arts.

Current Issues & Trends in Mathematics. Review, analysis and interpretation of research leading to development and implementation of a quantitative or qualitative research study in early childhood mathematics education.

Current Issues & Trends in Social Studies. Review, analysis and interpretation of research leading to development and implementation of a quantitative or qualitative research study in early childhood social studies education.

Review, analysis and interpretation of research leading to development and implementation of quantitative or qualitative research study in elementary science.
Prerequisite: ELEM 7544.

This practicum provides opportunities for Traditional Master level VI majors to practice applications of content knowledge and skills that the courses and other experiences of the advanced preparation emphasize in a variety of developmental settings. The opportunities lead to appropriate culminating experiences in which candidates demonstrate their proficiencies through problem-based tasks or research that are characteristic of their professional specialization.
Take this or ESPE 7914 or ESPE 7915.

Supervised field experience in program area of study.

Supervised field experience in program area of study.